The learning strategies will require students to commit 300 learning hours of which 40 hours will consist of contact time (20 x 2 hours).

The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion and the use of Blackboard will allow students to share ideas and experiences and will encourage reflection and evaluation. Peer observation of the group presentation and feedback will be encouraged.

Formative assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. A draft of the case study will be reviewed at appropriate times throughout the module and three observations of children, undertaken in placement, will be discussed.

Summative Assessment
1. A case study analysis (2,500 words)
(Weighting 75%) (LOs 2,3,4,5,6)
2.A 20 minute, individual assessment within a group presentation
(Weighting 25%) (LO,1)

Students will review the concept of play based programmes of learning for young children. Students will focus upon a holistic view of the Early Years Foundation Stage and the National Curriculum, and compare and contrast these with the philosophy of alternative programmes. Such as Montessori, High Scope, Steiner, TeWhariki etc. Students will examine key legislation and Government policy, influencing the health and learning environment of the early years.

Students will consider the implications of government policy and legislation, operating through a multi-agency and partnership approach.

Student will examine the effectiveness of teaching and learning practices within organisations and settings, in terms of interactions, facilities, curricular balance, pedagogy and catering for diversity.

Students will critically evaluate differing theoretical ideas of family systems and think objectively about the potentiallydiverse experiences of families and the limitations of varying parenting models. Students will examine the concept of childhood and how this changes with a historical, cultural and societal context and the boundaries of their own professional role.

Multi-media classroom resources, learning resource centre, internet and access to tutor. Work based setting placement.

Bruce, T. (2009), Early Childhood: A Guide for Students, London, Sage
DCSF, (2007), The Early Years Foundation Stage, London, HMSO
Drake, J., (2009), Planning Children's Play and Learning (3rded), London, David Fulton
Kelly, A., (2004), The Curriculum: Theory and Practice (5thed), London, Sage
Palaiologou, I., (2009), The Early Years Foundation Stage, London, Sage
Rogers, R., (2011), Planning an Appropriate Curriculum in the Early Years: A guide for students, teachers and teaching assistants. (3rded), GB, Routledge
Stenhouse, L., (1975), An Introduction to Curriculum Research and Development, London, Heinemann.
Thornton, L. and Bunton, P., (2010), The Parent Partnership Toolkit for Early Years, GB, Optomis